Trinity St Marys School

  • 6, Balham Park Road, London SW12 8DR
In this section
Curriculum

At Trinity St Mary's CE Primary School our aim is to create confident and independent learners by the time children reach Year 6.

We believe that it is enjoyment of learning that fosters self-esteem, self-motivation and a sense of well being upon which children thrive, and we aim to provide this in our approach to delivering the curriculum.

The curriculum of the school is broad and balanced with the school ethos at the centre of how we teach. Great emphasis is placed on planning the curriculum so that there is continuity, progression and challenge whilst ensuring creativity and inclusion of every pupil.

 

Art                                                                                                                                                                                              ‘I dream my painting and then paint my dream.’
-Vincent Van Gogh

 At Trinity St Mary’s, art plays an important part in the life of our school. Our aim is to develop and encourage our children’s natural creativity and enjoyment, so that they can become enthusiastic, confident and passionate artists. Through our teaching of art, which happens not only in the school but in our local environment and during our trips to art galleries, we hope to develop each pupil’s knowledge, understanding and enjoyment of art and design. Children should be exposed to a wide variety of artists, designers and craftsmen as well as the opportunity to use different art techniques, from a diverse range of cultures both past and present.                                                                                                                                                         

Art and Design Policy

Design Technology
​The design technology we teach at TSM helps children to become problem solvers through practical tasks, using their imagination and creativity. Children investigate familiar or everyday objects to see how they actually work. Using a variety of materials and skills, children get to design, make and evaluate a range of products from picture frames to moving toys, robots to musical instruments.

Design Technology Policy

English
​As a ‘Power of Reading’ school, high quality texts linked to curriculum topics are used as a context for the teaching of the curriculum standards.  This programme supports schools in raising engagement and attainment in reading and writing for all pupils.   

At TSM, a strong emphasis is put on using talk to develop writing, as well as the teaching of basic writing skills including grammar and punctuation. Separate handwriting and spelling lessons are taught weekly; children are then expected to embed these skills across the curriculum. We use the Department for Education's Letters and Sounds approach to Phonics teaching and run regular parent workshops. The aim of these is to keep parents informed and aware of current changes in the new curriculum and share strategies to support their children’s learning at home.

Daily reading carousels in each year group further develop children’s reading skills and in turn, their writing ability.  Storytime is an important part of the daily timetable for all year groups as we aim to nurture a love of reading in all children.  Our school library, as well as regular visits to our local library, helps to embed reading for pleasure – an important aspect of the English curriculum.

Click here to find out why your child should read.

English Policy

Geography                                                                                                                                                                         The purpose of the national curriculum for geography in England is to inspire pupils to become curious and fascinated by the world around them. The curriculum broadly establishes key areas linked to locational / place knowledge, physical geography and mapping / fieldwork skills. For example, in Key stage one it is expected that children can name and locate the four countries (and capital cities) of the United Kingdom. In Key stage 2 the children are expected to extend their knowledge beyond Europe and build on their understanding of human and physical geography.

At TSM we have adopted a cross-curricular approach to Geography that incorporates the national curriculum within a thematic framework. We understand that the most effective learning occurs when there is synergy between and across multiple disciplines.

This thematic or ‘topic based’ approach to learning is embedded from Key stage one. Each of the year groups will have three main topics from which we derive our cross curricular geography.  For example, the year one ‘Fantastic Voyages’ topic might lead to a lesson regarding Columbus’s Italy or a project on the five oceans of the world. When the year four class asks “Who were the Anglo-Saxons?” in the Autumn the children might be asked to use their maps to locate all the Saxon towns derived from ‘ton,’ ’bury’ and ‘ford.’ By the time year six study ‘Ancient Sumer’ and the dawn of civilization they are well equipped to take their learning in any number of directions. They might be mapping Babylonia and Southern Iraq or investigating early farming (human geography) in the Sumer river delta.

We believe that using termly topics for geography is a valuable tool that bolsters contextual knowledge, an understanding of geographical processes and effectively communicates the subject in a variety of creative ways for different types of learners.

Geography Policy

History
The aim of history teaching here at TSM is to stimulate the children’s interest and understanding about the life of people who lived in the past. We teach children a sense of chronology, and through this they develop a sense of identity and a cultural understanding based on their historical heritage. We teach children to understand how events in the past have influenced our lives today. We also teach them to investigate these past events and develop the skills of enquiry, analysis, interpretation and problem-solving.

History Policy

Computing

At Trinity St Mary’s Computing plays a very important role in our pupils’ education. Not only is computing taught as a standalone subject but we use technology to enhance learning throughout the curriculum.

We are looking to the future and in the future everyone will need to be able to code. Pupils are given the opportunity to use a variety of software to code and to build on their knowledge as they move through the school. From reception pupils are taught about the importance of algorithms and how to code them.

We have great resources at TSM including a computer suite, iPads and green screen equipment. By the end of Year 6 pupils feel confident to develop their computer skill at secondary school. 

Computing Policy

Mathematics

The White Rose Maths Hub scheme of work is used to support teachers to plan maths lessons so that objectives are covered over several days. This allows children to achieve fluency and depth in their learning, and to have the opportunity to apply new skills and knowledge in reasoning and problem solving activities.

At TSM, learning is reinforced through early morning ‘Maths Meetings’ and by giving children the opportunity to apply their maths knowledge in other subject areas.  As well as intervention groups to support those not yet secure in any aspect of the maths curriculum, ‘Enrichment’ groups are in place across the school to challenge higher achievers.

An emphasis is placed on developing all children’s mental maths skills; children practise their mental maths throughout the day and have weekly times table challenges. 

Maths Policy

Music
Music teaching at TSM aims to engage and inspire pupils to develop a love of music and their own personal talents as musicians. In doing so we hope that we can also increase their self-confidence, creativity and overall sense of achievement. The teaching of music at TSM supports the aims of the new curriculum ensuring that all pupils perform, listen to, review and evaluate music across a range of genres, styles, traditions and historical periods. Children learn to sing, to use their own voices, and have the opportunity to explore and learn a musical instrument. Children learn to understand how music is created. They will begin to create and compose music alone and with others and explore pitch, duration, dynamics, tempo, timbre and appropriate music notations.

Music Policy

Physical Education
At TSM we believe that physical education, sport and active healthy lifestyles are crutial to children's all round development. It is not only about enjoyment but should also be used to promote a healthy lifestyle, confidence, teamwork, social skills and a positive mind-set. 

The school is part of the Wandsworth School Sport Partnership and takes part in regular competitions in a variety of sports. This year we earned a silver School Games Mark for our commitment, engagement and delivery of competitive sports.

We also work closely with a number of outside agencies including Wimbledon Lawn Tennis Association, Tennis Icon, Chelsea Football Club and Aspire Sports in order to deliver a wide range of exciting extra curricular sporting activities such as expert coaching, stadium visits, sporting competitions and after school clubs.

Physical Education Policy

Personal, Social and Health Education

At TSM we believe that PSHE and citizenship should enable children to become healthier, more independent and more responsible members of society. We encourage our pupils to play a positive role in contributing to the life of the school and the wider community. In doing so, we help develop their sense of self-worth. We teach them how society is organised and governed. We ensure that the children experience the process of democracy through participation in school council elections and pupil voice. Through British Values and Rights Respecting we teach our children how they can contribute to society and how they can ensure people respect each other. At TSM our children learn to appreciate what it means to be a positive member of a diverse multicultural society.

Personal, Social and Health Education and Citizenship Policy

Religious Education

Being a church school, R.E. has a very high status within our curriculum. We follow the Southwark Diocese scheme of work for Religious Education with Christianity accounting for approximately 2/3 of the curriculum and 1/3 of the curriculum is dedicated to other main world religions: Judaism, Islam, Hinduism, Sikhism and Buddhism. 

We are very fortunate to have our very own church, St. Mary's Church, adjacent to the school. The vicar, Father Robert, is a regular visitor to the school, leading school assemblies once a week and teaching some of the Christianity lessons across the year groups. We strive to make R.E. creative and cross-curricular where appropriate, drawing on both art and drama.  Children explore beliefs and practices, ask their own questions, take part in discussions and reflect on the meaning of what they have learnt. Our core school values are Kindness, Unity and Courage. These values underpin how we relate to others and how we overcome our fears to be the best we can.

Religious Education Policy

Science                                                                                                                                                                                 At TSM, the teaching of Science is designed to give children a wealth of knowledge about the wider world. This is achieved by teaching the children range of different topics, including the study of plants, animals, materials and forces. Through a series of practical and theoretical study, the children are enabled with the skills to explore the world around them; theorising on why things happen, discovering through experiments and recording their findings in written form.
The children are taught Science on a weekly basis and typically cover two different topics each term. This gives them the opportunity to access a range of information on their topic and explore each topic in depth. Over the course of the year, the children will plan and carry out a series of scientific investigations. They will also learn to present their findings in many different ways, developing their understanding of what they are engaging with on a greater level.
In each classroom there is a Science display board. This is updated regularly to show key information and vocabulary centred on the current topic, as well as celebrating examples of completed work. There is also a whole-school Science display board to further celebrate the high-level of Science learning happening across the school; this not only inspires and motivates the children, it also offers an insight into the scientific learning happening in other classes.

Science Policy

Sex and Relationship Education                                                                                                                                    TSM believes that the essential aim of sex and relationship education should be to provide pupils with the knowledge and skills to enable them to make informed and responsible choices now and in later life, emphasizing the benefits of a healthy lifestyle. We believe that sex and relationship education should contribute to promoting the spiritual, moral, cultural, mental and physical development of pupils at school and of society and preparing pupils for the opportunities, responsibilities and experiences of adult life. We also believe that sex and relationship education should be taught within a climate of trust, respect and appropriate confidentiality, in which pupils and adults feel able to talk openly and honestly. Issues raised by children will be dealt with honestly, taking into account the maturity of the child.

Whilst we are aware that parents have the right to withdraw their children from all or part of the sex and relationship education curriculum provided at school, except for those parts included in the statutory National Curriculum, we would encourage any parent wishing to withdraw their child to discuss the situation with either the Head teacher or PSHE co-ordinator.

Sexuality and Relationships Policy